1,721,046 research outputs found
Power, authenticity, and happiness: Evidence from Filipino college students
No full textThe present study aimed to investigate the impact of power on the subjective well being of Filipino college students using a sequential explanatory mixed methods research design. Three hundred and seventy five Filipino college students participated in the quantitative phase while 6 college students took part in the qualitative phase of the study. In the quantitative phase, results showed that: a.) power negatively predicted subjective well being b.) power positively predicted authenticity c.) authenticity negatively predicted subjective well being and d.) authenticity fully mediated the link between power and subjective well being. A more in-depth explanation of these relationships was explored using multiple case study. Member checking, peer debriefing, and inquiry auditing were also utilized to enhance the trustworthiness of the analyzed qualitative data. Findings of the qualitative phase revealed nine major themes that further elaborated the negative impact of power and authenticity on the subjective well being and the positive effect of power on the authenticity of Filipino college students. The themes that characterized the reasons on the beneficial consequence of power on authenticity include: a.) Power affords greater self-expression b.) Power heightens the ability to control others and c.) Power decreases sensitivity to others. On the other hand, the themes that described the reasons on the negative impact of authenticity on happiness include: a.) Authenticity elicits criticisms from others b.) Authenticity leads to relationship problems and c.) Authenticity leads to greater apprehensions. The themes that defined the reasons regarding the negative impact of power on happiness involve: a.) Power impairs relationship b.) Power evokes negative judgments from others and c.) Power comes with a great responsibility. The results of the quantitative and qualitative phases were integrated to generate explanations on why greater power may not always lead to happiness in a collectivist context based on the assumptions of the self-construal theory
Validating the Revised Self-Construal Scale in the Philippines
No full textThe current study investigates the validity of the Revised Self-Construal Scale in the Philippines through within and between network construct validation approaches. Six hundred sixty five (665) Filipino samples were selected and asked to answer the Revised Self-Construal Scale and Concise Measure of Subjective Well Being Scale. After executing confirmatory factor analyses (CFA) to validate the hypothesized three-factor structure of self-construal, findings revealed that the alternative two-factor model seems to be the most appropriate model that represents cultural self-views of the present sample. Independent self-construal and interdependent self-construal also had acceptable reliability coefficients. Correlational analyses showed that both independent self-construal and interdependent self-construal were positively correlated with life satisfaction and positive affect. Yet, multiple regression analyses revealed that interdependent self-construal operates as a stronger predictor of life satisfaction and positive affect. Theoretical and practical implications of these results are discussed.link_to_subscribed_fulltex
Flourishing is Associated with Higher Academic Achievement and Engagement in Filipino Undergraduate and High School Students
No full textFlourishing emphasizes the importance of integrating subjective well-being and psychological well-being to offer a more comprehensive view of mental health. Recognizing the potential advantage of flourishing, previous empirical studies have examined the relations of flourishing to positive psychological outcomes such as hope, life satisfaction, mental health, and positive emotions. However, it appears that limited research has been carried out to assess the role of flourishing in the educational context. Hence, the current research examined the association of flourishing with relevant academic outcomes (i.e., perceived academic achievement, academic achievement, behavioral engagement, and emotional engagement) after controlling for relevant demographic variables, life satisfaction, positive affect, and negative affect among Filipino undergraduate and high school students. Study 1 showed that flourishing positively predicted self-report academic achievement of Filipino undergraduate students after controlling for age, gender, and subjective well-being domains (life satisfaction, positive affect, and negative affect). Similarly, Study 2 showed that flourishing positively predicted objective measure of academic achievement, behavioral engagement, and emotional engagement in Filipino high school students even after controlling for the influence of demographic variables and subjective well-being domains. The theoretical and practical implications are discussed.link_to_subscribed_fulltex
Sense of relatedness is linked to higher grit in a collectivist setting
No full textGrit (i.e., passion and perseverance for long-term goals) has been associated with positive educational, work, and well-being outcomes. However, limited research has been done to examine social and contextual antecedents of grit especially in non-Western settings. The aim of the current study was to assess the associations of relatedness to parents, teachers, and friends with grit dimensions (perseverance of effort and consistency of interests) and overall grit in 606 Filipino high school students. The results showed that sense of relatedness to teachers was linked to higher perseverance, consistency, and overall grit while relatedness to parents was associated with greater consistency and overall grit even after controlling for demographic variables. The theoretical and practical implications are discussed.link_to_subscribed_fulltex
Beyond Passion and Perseverance: Review and Future Research Initiatives on the Science of Grit
No full textGrit, which is originally conceptualized as passion and perseverance for long-term goals, has been associated with optimal performance. Although previous meta-analytic and systematic reviews summarized how grit relates to performance outcomes, they possess considerable shortcomings, such as (a) absence of summary on the association of grit with well-being outcomes; (b) absence of discussion on social, psychological, and emotional mechanisms linking grit to well-being; and (c) lack of elaboration on how alternative models can resolve fundamental problems in the grit construct. This integrative review provides a comprehensive summary on the link of grit to performance and well-being outcomes. Importantly, it elaborates how alternative models can potentially address flaws in the existing grit theory. Future research directions are discussed on how to move forward the science of grit.link_to_subscribed_fulltex
Forgiveness, gratitude and subjective well-being among Filipino adolescents
No full textThis study examines the influence of forgiveness and gratitude on life satisfaction and subjective well-being among Filipino adolescents. Two hundred and ten (210) Filipino college students were recruited as respondents for the empirical inquiry. Results indicated that gratitude served as the most robust determinant of well-being after controlling demographic characteristics and forgiveness dimensions. Most importantly, gratitude and forgiveness of self, which is a dimension of forgiveness, predicted subjective well-being beyond the influence of the Big Five personality factors. These findings strengthened the empirical evidence that moral traits would have unique contributions on subjective well-being, even after controlling the impact of Big Five personality factors. Implications of the results are discussed in the context of counseling. © 2013 Springer Science+Business Media New York
Can kindness promote media literacy skills, self-esteem, and social self-efficacy among selected female secondary school students? An intervention study
No full text© 2020 Elsevier Ltd There is a growing traction about the educational and psychological benefits of fostering media literacy competencies. Despite the increasing evidence about the social aspects of media literacy, limited research has been conducted on how socially oriented media literacy interventions affect media literacy and psychological outcomes. The present study investigated the effects of a two-session kindness intervention on perceived media literacy skills (i.e., functional consumption, critical consumption, functional prosumption, and critical prosumption) and psychological outcomes (i.e., self-esteem and social self-efficacy) in a sample of 300 female junior secondary school students from a private secondary school in Hong Kong. This kindness intervention involved teaching the benefits of performing acts of kindness and facilitating experiential learning activities to promote kindness. Results of dependent sample t-tests demonstrated that participants had significantly higher scores on critical prosumption and psychological outcomes (i.e., self-esteem and social self-efficacy). The findings offered preliminary evidence for the beneficial impact of kindness curriculum in increasing advance media literacy skill, confidence about one's self, and perceived capacity in maintaining smooth interpersonal relationships
Examining the association of grit with test emotions among Hong Kong Chinese primary school students
No full textPassion and perseverance for long-term goals or grit has been linked to various indices of educational success such as academic achievement, engagement, and motivation. Despite the nascent evidence regarding the beneficial impact of grit, previous investigations adopted a variable-centered approach which could not explore how individuals with different profiles of grit may differ in terms of academic outcomes. The current research aimed to build on the existing grit literature through examining the linkage of grit to test emotions using a person-centered approach among 1,051 Hong Kong Chinese primary school students. Results of cluster analyses showed that there were three naturally-occurring profiles of grit (Cluster 1 = High Perseverance and High Consistency; Cluster 2 = High Perseverance and Low Consistency; Cluster 3 = Low Perseverance and High Consistency) in the present study. Results of the multivariate analysis of variance (MANOVA) demonstrated that students who belonged to Cluster 2 had the highest scores on hope and lowest scores on anxiety and shame. The results imply that espousing high perseverance of effort and low consistency of interest is associated with higher levels of positive activating emotions and reduced levels of negative activating emotional states when taking academic tests.link_to_subscribed_fulltex
The Mental Health Benefits of kind University Climate: Perception of Kindness at University Relates to Longitudinal Increases in Well-Being
No full textPerceptions of kindness at schools has been found to be associated with increased well-being and academic outcomes in younger adolescents like primary and secondary school students. However, no study has been carried out to examine the link of this organizational-level kindness to well-being in older adolescents. This research explores the association of university kindness with life satisfaction when controlling for auto-regressor effects, extraversion, agreeableness, and neuroticism in selected Chinese adolescents. Cross-lagged panel structural equation modeling showed that Time 1 university kindness was linked to increased Time 2 life satisfaction and Time 3 life satisfaction. There was also an evidence of reciprocal association as earlier levels of life satisfaction (i.e., Time 1 life satisfaction and Time 2 life satisfaction) were consistently linked to subsequent increases in university kindness. This research underscores the mental health benefits associated with perceptions of kindness in university contexts above and beyond the effects of Big Five personality factors.link_to_subscribed_fulltex
Grateful students are motivated, engaged, and successful in school: Cross-sectional, longitudinal, and experimental evidence
No full textPrevious research on gratitude has mostly focused on its effects on well-being. However, scant attention has been paid to how gratitude is associated with key learning-related outcomes. The aim of this series of studies was to examine how gratitude is associated with students' motivation, engagement, and achievement. Study 1, a cross-sectional study, found that gratitude was positively associated with higher levels of autonomous motivation and engagement (rs ranging from 0.17 to 0.20, p <.05). Study 2, a longitudinal study, found that gratitude was concurrently and prospectively associated with autonomous motivation (rs ranging from 0.20 to 0.78, p <.05), self-reported and teacher-reported engagement (rs ranging from 0.11 to 0.68, p <.05), and achievement (rs ranging from 0.38 to 0.41, p <.05). Study 3, an experimental study, showed that students who were in the gratitude condition perceived themselves to be more engaged (Cohen's d ranging from 0.58 to 0.63) compared to those in the control condition. The three studies provided converging evidence that grateful students have better learning-related outcomes. Theoretical and practical implications are discussed.link_to_subscribed_fulltex
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